California State University, Fresno
Department of Literacy and Early Education
Leadership for Diverse Communities
LEE 173ECE:
Teaching Literacy and English Language in Grades 4-8
VISION
The Kremen School of Education and Human Development is a center for academic excellence
and collaboration in the fields of education and counseling. Graduates will become community
leaders who advocate for high standards and democratic values with attention to professional
ethics and diversity.
The faculty of the Kremen School of Education and Human Development (KSOEHD) fosters the
development of the following candidate dispositions: 1) Valuing Diversity, 2) Critical Thinking,
3) Collaboration, 4) Reflection, 5) Professional Ethics, and 6) Life-long Learning. Candidates
will increasingly reflect these dispositions in their work with students, families, and communities.
LEE 173ECE COURSE DESCRIPTION
Prerequisite: Admission to Multiple Subject Credential, Early Childhood Education Program;
Concurrent enrollment in EHD 174ECE; completion or concurrent enrollment inCi 171ECE and
LEE172ECE. Teaching reading, writing, language arts, and English language development in
grades 4-8. Making content area reading (e.g., in history/social studies) accessible. (2 lecture, 2
lab hours)
Course Title: Teaching Literacy and English
Language in Grades 4-8
Units: 3
Time:
Location:
Instructor Name:
Office Number:
Email:
Telephone:
Office Hours:
REQUIRED TEXTBOOKS
(These titles available from Kennel Bookstore)
1.
Akhavan, N. (2007). Accelerated vocabulary instruction: Strategies for closing the
achievement gap for all students. NY: Scholastic. ISBN 13: 978-0-439-93037-69
(VOCABULARY INSTRUCTION)
2.
Dorn, L. J. & Soffos, C. (2005). Teaching for deep comprehension:
A reading workshop approach. Portland, ME: Stenhouse. ISBN 1-57110-403-8
(TEACHING COMPREHENSION)
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3.
Morris, B. & Perlenfein, D. (2003). Literature circles: The way to go and
how to get there. Westminster, CA: Teacher Created Materials.
(LITERATURE CIRCLES)
4.
Rea, D. M. & Mercuri, S. P. (2006). Research-based strategies for English
language learners: How to reach goals and meet standards.
K-8. Portsmouth, NH: Heinemann. (EL LEARNERS)
5.
Tompkins, G. (2008). Teaching writing: Balancing process and
product. (5th ed.). Upper Saddle River, NJ: Pearson. ISBN 0-13-158416-2
(TEACHING WRITING)
6.
Shanker, L. & Cockrum, W. (2009). Locating and correcting reading difficulties. Boston:
Allyn & Bacon. (READING DIFFICULTIES)
YOUTH LITERATURE
(These titles available from Petunia’s Place, Opus I Shopping Center, 6027 North Palm Avenue
(northwest corner of Bullard and Palm), 438-1561. Two selections are selected in class activity)
1.
Avi. (2008). Hard gold: The Colorado Gold Rush of 1859. NY: Hyperion.
2.
Carbone, E. (2006). Blood on the river: James Town 1607. NY: Puffin Books.
3.
Lester, J. (2005) Day of tears. NY: Hyperion.
4.
Johnson, T. (2001). Any small goodness. NY: Scholastic.
5.
Shea, P. D. (2003). Tangled threads: A Hmong girl’s story. NY: Clarion Books.
6.
Hobbs, W. (2006). Crossing the wire. NY: Harper Collins.
CALIFORNIA CONTENT STANDARDS
These documents can be accessed and downloaded at: http://www.cde.ca.gov/be/st/ss/
English-Language Arts Content Standards for California Public Schools,
English Language Development Content Standards for California Public Schools and
History-Social Studies Content Standards for California Public Schools
Journals and websites that may be helpful in competing class assignments:
International Reading Association http://www.reading.org/
Reading Teacher
Educational Leadership
Elementary School Journal
Language Arts
TESOL Quarterly
LEE 173 ECE
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GRAMMAR REQUIREMENT
Future teachers must know standard English word usage, punctuation, parts of speech (noun,
conjunction, adverb, pronoun etc.), complete subjects and predicates, and four types of sentences
(fragment, simple, compound, and complex) in order to provide proper language instruction in
K-8 schools. To pass LEE 173ECE, students must pass a Grammar Test administered in class
early in the semester. Students who want to prepare can study yellow pages 458-795 in the book
listed below:
Sebranek, P., Meyer, V., & Kemper, D. (1999). Write source 2000: A guide to writing,
thinking, and learning. Wilmington, MA: Great Source Ed. Group.
BLACKBOARD REQUIREMENT
This course is supported by a web site: http://blackboard.csufresno.edu
All students must be able to access Blackboard for course materials and to turn in their
assignments. If you are running Microsoft Office 2004 or earlier, go to the blackboard website
http://blackboard.csufresno.edu/and download the “Compatibility Pack” for Mac or Windows on
to your computer. For assistance, contact Technology Innovation for Learning and Teaching
(TILT) at 278-7373, Monday - Friday from 8:00 AM to 5:00 PM. You can e-mail them at:
dcfeedback@csufresno.edu. Please include your Fresno State email address. TILT is located in
the Henry Madden Library, First Floor, Room 1110. (Ask for directions at reference desk).
When submitting assignments, please include w for Wednesday, LEE 173ECE, name (use last
name, if someone in class has the same name include your first name also) and assignment title
(as it appears on syllabus calendar) using no caps, no spaces and no punctuation marks as
follows:
wlee173lastnamecomprehension
PRIMARY LEARNING OUTCOMES
The learning outcomes are aligned with the Standards of Quality and Effectiveness for
Professional Teacher Preparation Programs (NCATE) adopted by the CA Commission on
Teacher Credentialing (CCTC), Teaching Performance Expectations (TPEs), and RICA.
1) Demonstrate the ability to strategically plan, organize, schedule, and deliver a
comprehensive, standards-based program of reading and writing instruction incorporating
the following (NCATE 1.1, 1.3, 1.4: CCTC 4, 7A, 12; TPE 1; RICA Domains 1):
• Word analysis (RICA Domain 2)
• Fluency (RICA Domain 3)
• Vocabulary, Academic Language, and Background Knowledge (RICA Domain 4)
• Comprehension (RICA Domain 5)
• Literary Response and Analysis (CCTC 7A)
• Writing strategies, application, & convention (CCTC 7A)
• Instructional delivery in listening and speaking (CCTC 7A)
2) Demonstrate the ability to design a classroom environment that encourages the use of
language arts and literature to enhance accessibility to the History/Social Science
curriculum (NCATE 1.4; CCTC 4, 7A, 8Ac, 9; TPE 1, 4).
40
LEE 173 ECE
•
3)
4)
5)
6)
7)
8)
Demonstrate the ability to distinguish between misbehavior and over-enthusiasm
(CCTC 3, 6; TPE 6b).
• Demonstrate the ability to design developmentally appropriate activities to extend
students’ concrete thinking and foster abstract reasoning and problem-solving
skills (CCTC 6; TPE 6b; RICA Domain 5.013).
Understand the purpose of reading assessment and best practices related to standards
entry-level assessment by implementing a minimum of two types of informal and formal
assessments in analyzing student learning needs, planning instruction, and reporting
student progress via summative assessment (NCATE 1.7; CCTC 6, 7A, 9, 12; TPE 3;
RICA Domain 1.2, 5.013).
Demonstrate the ability to make reading and content areas accessible to all students
(including struggling readers, students with special need, English learners, speakers of
non-standard English, and advanced learners) through (NCATE 1.3; CCTC 3, 6, 7A,
8Ac, 9, 12; TPE 4; RICA Domains 1-5):
• Using grade level standards/standards-based curriculum instructional materials
appropriately.
• Using selections listed in CA Dept. of Education’s Recommended Literature, PreKindergarten through Grade Twelve
• Varying instructional strategies, providing universal access, and using
differentiated instruction to enhance reading and comprehension over a variety of
content texts and informational/expository text sources,
• Prioritizing and sequencing essential skills via appropriate pacing methods
• Modeling active listening
• Creating and adjusting lesson designs relative to students’ current level of
achievement and/or severity of their difficulties (i.e., benchmark, strategic, and
intensive groups)
• Using flexible grouping, individualized instruction, and whole-class instruction as
needed.
Provide examples of activities designed to assist students in the following areas: (NCATE
1.4; CCTC 3, 6; TPE 6b):
• Strategies for managing time and completing assignments
• Working in groups
• Developing peer relationships
• Supporting risk-taking in intellectual exchanges
Implement instructional strategies that facilitate English language development, including
reading, writing, listening, and speaking skills in reading and History/Social Studies
classrooms (NCATE 1.3; CCTC 5a, 7A, 13a,f,g; TPE 7; RICA Domains 1-5).
Begin to identify and use appropriately computer-based technology (hardware and
software) to facilitate the teaching and learning process (NCATE 1.4; CCTC 11).
Begin to analyze, discuss, and evaluate professional literature pertaining to important
contemporary issues in California schools and classrooms (CCTC 6; TPE 13).
LEE 173 ECE
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MAJOR ASSIGNMENTS
All assignments are aligned with NCATE Standards, KSOEHD Dispositions, the Standards of
Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the
California Commission on Teacher Credentialing (CCTC), the Teaching Performance
Expectations (TPE), and the RICA Domains.
REFLECTIVE READING (READINGS) (10 points total)
(TPE 1 Reading & Soc. Studies, TPE 6; KSOEHD 2, 4, 5, & 6)
Students will write a one- to two-page summary of highlights from weekly assigned readings due
prior to the date indicated in class. The summary must include at least one reflective, discussion
question for class meeting. (Possible 1 point for each reading). Because this assignment involves
in-class discussion, no points will be awarded if absent on due date or reading is submitted late,
after due date. (Disposition: Lifelong Learning).
YOUTH LITERATURE CO-INQUIRY GUIDE (CO-INQUIRY GUIDE) (50 points total)
(TPE 1 Reading & Soc. Studies, TPE 6; KSOEHD 2, 4, 5, & 6)
Collaborative Inquiry (Co-Inquiry) is a strategy for structured group dialogue. This assignment
involves reading weekly assigned chapters from selected youth literature (two books from
required list) for group discussion according to a planned, agreed-on schedule for completing the
book and related activities. Members will come prepared with discussion questions, independent
activities or a literature strategy (see below) for a small group dialogue held during class
meeting. (Possible 25 points per book). After completing the book, the group will submit a
literature co-inquiry guide for the book that will be shared with classmates in other groups.
Because this assignment involves in-class participation, five points will be deducted from the
group score for those individual members who are not present for all meetings. (Disposition:
Lifelong Learning).
TEACHING STRATEGY (STRATEGY) (25 points)
(TPE 1 Reading & Soc. Studies, TPE 6)
LEE 173ECE consists of seminar and activity periods. For the weekly class activity, a teaching
strategy or set of strategies will be demonstrated/practiced. Students will sign up on the first
night of class for a literacy strategy they would like to demonstrate to the whole class related to
their literature study group. The presentation/practice should last no more than 10 minutes.
Students are encouraged to bring examples and/or additional resources pertinent to the strategy
and post them on blackboard. Examples of related youth literature, 1-5 books, are to be brought
to class. A one-page form with description of the strategy with at least one teacher reference and
a bibliography of related youth literature are required for presentation. Students are encouraged
to include technology applications/documentation such as PowerPoint, exemplary websites,
photos/video sharing, virtual discussion, blogs, etc. Please bring your computer or memory stick,
materials and resources related to this demonstration. Be sure to check software applications,
websites, etc. prior to your presentation so that valuable class time is not used for this purpose.
LEE 173 ECE
42
CASE STUDY NOTEBOOK (CASE STUDY) (50 points)
(NCATE 1.7; TPE 1 Reading, TPE 6B, 7; KSOEHD 1, 2, 4 & 5)
The purpose of this assignment is to give students experience and knowledge in the area of
observation, assessment and effective instructional help for a struggling reader or writer, grades
4-8 that you will be teaching in EHD 174ECE. Students will create a case study notebook that
includes making observations, conducting interviews, testing, selecting appropriate skills-based
activities, collecting work samples, making a formal interpretation of literacy performance and
providing recommendations for the classroom teaching and student’s family. The case study is
completed according to a schedule and the Case Study Notebook must be brought to class each
week.
CONFIDENTIALITY: The privacy and identity of children and their families should be
protected in all written materials. Please remove or cover the name of the child from all work
samples and tests. When writing about a child in a case study, for example, the recommended
language is “for the purpose of this study, I’ll refer to the observed student as Jane or John
Doe.” The score on the notebook will be lowered if student names are not removed or if
confidentiality is otherwise violated.
LITERACY PROJECT (PROJECT) (Mid-Term, 35 points, and Final Exam, 70 points)
(NCATE 1.3; TPE 1 Reading & Soc. Studies, TPE 3, 6, 7; KSOEHD 1, 2, 4, & 5)
The literacy project integrates literacy instruction into a specific social studies, science, arts or
music investigation of a topic, question or problem. The purpose of this assignment is for
students to practice developing and writing seven standards-based, creative lesson plans in the
specific components of literacy that are covered in class that can be integrated into content-area
instruction. These lessons can also be used to satisfy EHD 174ECE fieldwork competencies. The
project also includes a text set of books and resources for literature co-inquiry and related
independent enrichment activities (task cards). The Literacy Project is completed in two parts as
the mid-term and final examinations for the class.
The mid-term examination covers course content from Week 1 through Week 7 with an
emphasis on comprehension and English language development integrated with social studies
content. The mid-term examination is aligned with the Comprehensive Lesson Plan Project
described in your FAST Manual, the required assessment for all Phase I Credential candidates.
The final examination covers course content from Week 8 through Week 18 with an emphasis on
vocabulary development, writing, literature and independent activities integrated with social
studies content.
ELECTRONIC LITERACY RESOURCES (FILE) (10 points)
(TPE 1, 6; KSOEHD 2 & 4)
You will create your own electronic file of literacy resources for your future role as a skilled and
versatile teacher. The file consists of a series of files in the following five areas (each is 2
points): Comprehension, Word Recognition-Decoding, Vocabulary Development, Writing and
Literacy/Social Studies Projects (lists of recommended children’s books, websites, etc). Each
section should include adaptations for ELs as well as struggling readers and students with special
LEE 173 ECE
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needs. For grading purposes, the electronic file should be submitted on a CD and include
documents and hyperlinks to online resources.
GRAMMAR TEST
A grammar test will be administered in class. Students who do not pass this test must then pass a
3 hour course offered on your LEE173 Blackboard website.
PREPARATION AND PARTICIPATION
Students will attend and participate in all classes and be prepared to discuss the assigned reading.
It is recommend that students: 1) read and understand the material before class, 2) review any
handouts/resources that correspond with the assigned reading, 3) take good notes during class,
and 4) raise questions about concepts that you don’t understand. Lack of participation and/or
more than two absences will result in less points for assignments (see assignment descriptions)
and thus may lower your grade for the class.
RICA: The RICA examination should be taken after you have finished or are just about to finish
both reading courses and initial Phase I and Phase II student teaching. Registration booklets are
in Ed, Room 100. Registration is six weeks before the exam. We request you take the exam
after you have finished your coursework and initial student teaching because a high percentage
of the people who do wait, pass the exam whereas those that who take it early often must retake
the test (additional fees and delay in getting a job). RICA prep courses take place the first
Saturday in February, April, and June for $80 through Extended Education 278-0333. Also see
http://www.rica.nesinc.com/ and/or call ________ for other resources.
GRAMMAR & WRITING: Those who have difficulty with grammar and writing are
encouraged to visit the Learning Resource Center (LRC). Check Fresno State website.
COURSE ASSIGNMENT SCHEDULE
Date Due
Each Week
Week 6
Begin Week 3
Begin Week 3
Week 8
Assignment
Reflective Reading (due Monday by midnight) (1 point ea.)
Grammar Exam
Literature Co-Inquiry Guide (25 points per book group)
Literacy Strategy
Mid-Term (topic selection, lesson plans)
Points
10
Pass/Fail
50
25
35
Week 16
Week 17
Week 18
Case Study Notebook
Literacy Project (goals, lesson plans, text set, task cards)
Electronic Literacy File
Total Points Possible
50
70
10
250
LEE 173 ECE
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GRADING
GRADING SCALE: (Final Grades are available through STAR.)
250 – 230 = A; 229 - 200 = B; 199 - 175 = C; 174 -150 = D; 149 – 0 = F
*SUBJECT TO CHANGE: This syllabus and schedule are subject to change at instructor’s
discretion. It is your responsibility to check for announcements made when you were absent.
COURSE SCHEDULE
WK
TOPIC
ASSIGNMENTS
COURSE AND SYLLABUS REVIEW
EFFECTIVE LITERACY TEACHERS
Using the DMQ strategy, share a prior
Characteristics of effective teachers are
examined. Importance of building relationships literacy experience by making a drawing
and writing a brief description of a
is discussed along with several strategies for
favorite literacy experience and asking a
getting acquainted with a new class.
• Know theories, models and components question about teaching reading or other
related educational issue on a 5”x 8”
of language and literacy for diverse
card.
classrooms
1
• Organize a literacy rich environment for
Students in Grades 4-8
• Research-based, relationship-building
• Create a literate classroom culture
• Promote COMMUNICATIVE
LITERACY in multiple symbolic modes
Discuss reflective reading assignment
Drawing, Memory, Questions (DMQ)
Book Collection: Building on a Theme
COMPONENTS OF LITERACY:
Reading Assignment: 2comprehension
COMPREHENSION
EL LEARNERS, Introduction, Chap. 1
Reading as a complex process involving a
TEACHING COMPREHENSION,
network of cognitive actions is discussed.
Introduction, Chap. 1
• Comprehension as meaning-making
VOCABULARY INSTRUCTION
• Different Types of Comprehension
Chap. 1
2
• Literacy Program - Components
• Teaching English Learners (EL)
• Realia, Visuals and Interesting Objects
Book Talks for Literature Co-inquiry Selection
Submit book preferences and you will be
notified by e-mail of your group assignment.
Discuss Literacy Strategy and Sign-up
LEE 173 ECE
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3
4
Literacy Strategy: Family Collage and Story.
Create a photo collage and story about a your
family that includes some family facts, such as
whose in your family, pets, activities, places
you like to go, etc. (this assignment including
photos should be no more than 2-3 pages. We
will share them in class next week.
Book Collection: Family Collage
COMPONENTS OF LITERACY:
ASSESSMENT
Assessment is the process of coming to know Reading Assignment: 3assessment
TEACHING COMPREHENSION,
students in order to understand their
Chap. 2, 3, 4
performance, needs and differences.
Purchase the two youth literature books
• Purpose of Assessment
assigned by the instructor
• Forms of Assessment—Standardized
and Teacher Generated, Pre- and PostDue:
Tests, Individual and Group
Family Collage
• Interest Inventories and Questionnaires
GRAMMAR PRETEST
For Students and Their Families
• Measures: Reading Components
Literacy Strategy: Reading Response
• Monitoring Progress and RecordLog: may include notes, questions,
Keeping—Checklists, Anecdotal
drawings, photos, video or online blog,
Records, Conference Meeting Notes Word Wall
• Files and Portfolios
Discuss Case Study Notebook and Literacy File
Discuss Graded Paragraph Assignment for next
week’s library orientation
Books: High Interest, Low Vocabulary
TEACHER RESOURCE CENTER, HENRY
MADDEN LIBRARY ORIENTATION
Class meets in the Library for instruction on
Reading Assignment: 4words
locating resources and reviewing reading
TEACHING COMPREHENSION,
textbooks and materials.
Chap. 5, 7
COMPONENTS OF LITERACY:
VOCABULARY INSTRUCTION,
LITERATURE CO-INQUIRY
Chap. 2
• Literacy resources, materials and
websites for improving literacy and
Due (In-Class Activities)
motivating students.
Literature Co-Inquiry Group I Planning
• Basal texts and how are they used
Meeting (Write/Submit Schedule)
Grade Level Basal Paragraph
• Shared Reading
• Alternative Texts (News, Comics, etc.)
In Library: We will have planning meeting for
our co-inquiry groups. We well select a graded
LEE 173 ECE
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5
6
7
8
paragraph for an Informal Reading Inventory
(IRI).
COMPONENTS OF LITERACY:
INFORMAL READING INVENTORY
Informal reading inventories allow teachers to
determine reading levels of students and select
appropriate materials for teaching reading.
Leveling Students using:
• San Diego Quick Assessment (SDQA)
• Individual Reading Inventory (IRI)
• Differences Between Word Recognition
and Comprehension
• Lesson Plan Format for Instruction
GRAMMAR TEST NEXT WEEK
Book Collection: Authors
COMPONENTS OF LITERACY:
VOCABULARY DEVELOPMENT
FLUENCY, SPELLING, GRAMMAR
Research on vocabulary and spelling
development. How teaching grammar improves
literacy, using IRI results to build fluency.
• Spelling Stages and Programs
• Word Identification
• Vocabulary
• Fluency
• Academic English
GO OVER LITERACY PROJECT
Book Collection: Print-Making
COMPONENTS OF LITERACY: GUIDED
READING AND ELD and SDAIE
Guided reading, instruction for EL students and
using poetry to develop oral expression.
• Steps for a Guided Reading Lesson
• ELD and SDAIE Strategies
• Poetry and Oral Expression
• Writing a poem in class for Book I
GO OVER MID-TERM
Book Collection: Poetry
READING AND WRITING PROCESSES
AND INSTRUCTIONAL APPROACHES
Using ability grouping—pros and cons
MID-TERM COMPLETED IN CLASS
LEE 173 ECE
Reading Assignment: 5guided
EL LEARNERS, Chap. 2, 3
and Appendices on Lesson Plans
Literacy Strategy: Book ReportsStandard & Creative, Teaching the
Newspaper
BK 1: Literature Co-inquiry Meeting 1
Initiation Activity: Bring in an object of
photo pertaining to a family move from
one location to another that relates to
theme of literature co-inquiry.
Reading Assignment: 6writing
TEACHING WRITING, Chap. 1, 5
TEACHING COMPREHENSION,
Chap. 8 and Appendices
Due:
BK 1: Literature Co-inquiry Meeting 2
Literacy Strategy: Interactive Journals,
Jokes and Riddles, Reciprocal
Questioning and Assisted Reading
DUE: GRAMMAR TEST
Case Study Notebook – Activities 1 & 2
Reading Assignment: 7responding
EL LEARNERS, Chap. 4, 5, 6
TEACHING WRITING, Chap. 2, 3
BK 1: Literature Co-inquiry Meeting 3
Literacy Strategy: Reader’s Theatre,
Ads and Commercials, Pantomime
DUE: Case Study Notebook –
Activities 3 & 4
Reading Assignment: 8approaches
TEACHING WRITING, Chap. 4, 11
Due: MID-TERM
BK 1: Literature Co-inquiry Meeting 4
47
9
10
11
Literature Group II Planning Meeting
Bring final poem to class. Print-making will be DUE: Case Study Notebook –
used to create an illustration for the poem.
Activities 5 & 6
COMPONENTS OF LITERACY: WRITING
Using the writing process in the classroom:
topic selection, rough draft, peer editing,
Reading Assignment: 9workshop
revision, publishing and author’s chair.
COMPREHENSION, Chap. 6
• Steps in Writing Process
TEACHING WRITING, Chap. 6
• Adapting Writing for EL Instruction
Literature Strategy: Comics, Cartoon
Sketching, Puppets
• Graphic Organizers
DUE:
• The mini-lesson
• Writing Process: We will write in story BK 1: Sharing Showcase
BK 1: Literature Co-inquiry Guide
Case Study Notebook – Activities
in response to Book I.
7&8
• This session: Topic Selection
Literature Co-Inquiry Group II Check-In
Book Collection: Writing
COMPONENTS OF LITERACY:
Reading Assignment: 10content
INTEGRATING LITERACY
VOCABULARY INSTRUCTION,
How to teach literacy across the curriculum
Chap. 6, 7, 8
using thematic units.
TEACHING WRITING, Chap. 7
• Social Studies and Expository Texts
Due:
• Project Goals
BK 2: Literature Co-inquiry Meeting 1
• Text Sets and Task Cards
• Communicative Literacy
Initiation Activity: Bring in an object of
• Media and Visual Literacy
photo pertaining to a family tradition,
• Book-making: A vanishing art form
celebration or cultural practice that
• Writing Process: We will write a story relates to theme of literature co-inquiry
about Book I. This session: Story Draft
Sign up for 11/17 Book-Making Potluck: Bring Literacy Strategy: Oral History, Author
a material for making book covers for class
Study, Writing Class Newspaper
stories (colored paper cut to size, glue gun and
glue, beads, ribbon, sequins, paint and brushes, DUE: Case Study Notebook –Activity 9
cardboard, raffia, hole punchers, etc.)
Book Collection: Making Books
Reading: 11instruction
COMPONENTS OF LITERACY: STRUGGLING VOCABULARY INSTRUCTION,
READERS
Chap. 4, 5
TEACHING WRITING, Chap. 8
The characteristics of struggling readers and
Due:
how to provide intensive intervention.
BK 2: Literature Co-inquiry Meeting 2
• Interactive learning that allows
Literacy Strategy: Script Writing, Props
negotiated meaning for ALL children
and Sets for Videos, Good Photographs
• Pacing/quantity modifications
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12
13
14
15
DUE:
• Enrichment for High Ability
Revised Story: Book I
• Paired Learning
Case Study Notebook – Activity 10
• Peer Tutoring
Book Collection: Photographs and Films
CRITICAL LITERACY & NEW LITERACIES
Critical thinking involves going beyond the text Reading: 12critical
and new literacies that use technology and the TEACHING WRITING, Chap. 9, 10
arts enhance this process.
• Understanding, mediating, creating texts
BK 2: Literature Co-inquiry Meeting 3
• Community Resources and Problems
• Complex Instruction and Collaborative
Literacy Strategy: Creating Albums, and
Learning
Displays, Postcards, Pen Pals, Letter
GO OVER LITERACY PROJECT –
Writing
FINAL, TEXT SET, TASK CARDS
Book Collection: Native Americans
FAMILY LITERACY AND
FAMILY PARTICIPATION
Reading: 13participation
Research shows that family participation
TEACHING WRITING, Chap. 9, 10
increases literacy achievement.
• Enhancing family literacy
Bring in your materials for book making
• Family events to improve literacy and
communication
• Literacy Resources and Book Clubs
BK 2: Literature Co-inquiry Meeting 4
• Conferencing with parents about reading Literacy Strategy: Music Production,
achievement
Jazz Chants, Songs
Writing Process: We will publish the story on
Book I and have a book-making “potluck”
READING WORKSHOP
A complete reading program includes writing
and communicative literacy activities in the
daily program.
BK 2: Sharing Showcase
• Writing and Composing
BK 2: Literature Co-inquiry Guide Due
• Poetry
• Expressive Arts—Music, Drama and
Literacy Strategy: Family Literacy
other Art Forms
Events, Literacy Programs in the
• Creating Independent Activity Centers Community, School Blogs
Discuss Reading Competency 6 -8
Book Collection: Historical Fiction and
California
TEACHING SILENT READING
Due: CASE STUDY NOTEBOOK
APPLYING LITERACY TO LIFE:
Teaching silent reading skills including
Faculty Consultation Days
scanning, skimming and locating information.
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•
•
•
16
Investigations in larger community
Civic literacy
Making Time for Co-inquiry and Social
Studies Projects
Due: LITERACY PROJECT
Final Exam
LITERACY FILE
Topic Descriptions
Dispositions About Literacy
Teacher candidates examine their own dispositions, beliefs and biases about literacy. They
conduct a case study of a learner, participate in a group literature study, and reflect on their
experiences as a reader and writer. Teacher candidates learn how to create a secure and safe
classroom community that allows students to develop positive attitudes toward literacy, engage
in collaborative projects that connect literacy to real world problems and pursue personal reading
interests. The course emphasizes that literacy is the primary communication tool for life success
and that being literate is essential to participation and being a contributing member of society.
Literacy Components
Literacy components that correspond to content standards are addressed throughout the course.
The literacy components include: language, word recognition, comprehension, assessment,
vocabulary, spelling, grammar, fluency, guided reading, literature study, silent reading, critical
literacy, integrated literacy and communicative literacy. Relevant and recent research for each
component is examined as the basis for informed practice. Students are exposed to an array of
texts and genres, related teaching strategies and discover connections among the components.
Key concepts, skills, strategies and literacy materials are introduced in readings and class
lectures and practiced through class activities and assignments. Teacher candidates plan and
teach standards-based lessons, demonstrate creative teaching strategies and identify appropriate
methods, texts, materials and resources. Students learn that each of the literacy components is
essential in designing a well-rounded, comprehensive literacy program.
Teaching Strategies
Acquiring specific literacy teaching strategies are central to competent literacy instruction and
creating a literate classroom community and environment. Varied teaching strategies are
modeled by the instructor and practiced by the class for each literacy component. These
instructional strategies include motivating ways to engage learners in reading and writing using
content area texts, integrating, social studies and use of high quality youth literature collections.
Featured literacy strategies include: guided reading, comprehension activities, vocabulary
development, contextualized learning, word analysis, writing process, mini-lessons, peer
teaching, literacy projects in social studies and science and integrating music and the arts.
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Content Literacy
This course focuses on literacy in the content areas, specifically social studies. Students engage
in a collaborative inquiry (co-inquiry process) while studying literature around a standards-based
theme selected for the class. Literature collections and other teaching resources are shared so that
students can create their own literacy project that integrates content literacy with social studies.
Emphasis is given to different types of writing for the content areas including diaries,
biographies, essays and research papers. Students research and engage in small group work
around selected youth literature for the class and then develop their own content area projects
that include reading, inquiry, writing and expressive arts for a theme related to their field
placement. These lessons are taught to students in their upper grade placement in EHD 174ECE.
Assessment, Text Selection and Literacy Skills
Principles and methods of formative and summative literacy assessment are explored throughout
the course. Informal and formal methods are introduced in class and practiced in a semester-long,
case study as part of the field assignment. Candidates learn how to systematically assess literacy
level and interests, administer, score and interpret a variety of literacy assessments including
inventories and tests; conduct observations of their student in the classroom and on the
playground; and collect and analyze writing samples using a rubric in order to the case study
student’s language, reading and writing performance. These results are used to locate and
address reading difficulties, plan lessons and make recommendations to improve performance.
English Language Development
Research-based English language development strategies are reviewed, modeled and discussed.
Students provide explicit instruction in English language and how to adapt instruction in the
content areas. A variety of instructional strategies and assessment alternatives for English
learners are presented in the readings and course lectures, e.g., cultural artifacts, contextualized
learning, graphic organizers, visuals and active learning).. Students must include specific
adaptations in all of their lesson plans and projects that address different levels of English
proficiency as described in California Content Standards for English Language Development.
Literacy for All Students (Students with IEPs, Struggling and Reluctant Readers)
Instructional strategies that increase opportunities for access and equity in the literacy program
are stressed. Specially designed and differentiated instruction are modeled. Intensive one-on-one
help, focusing on big ideas, modifying texts and assignments, collaborative learning and using
open-ended assignments allow all students access to grade-level content. In their case study,
teacher candidates use assessment data and apply their knowledge to improve motivation and
performance in reading, language and writing by selecting texts based on interest and level,
teaching lessons to address difficulties and providing recommendations to parents.
Using Technology
Technology is incorporated into the components of literacy (reading and writing), teaching
strategies and literacy assessment covered in this course. Students use technology for literacy
instruction, for collaboration on group assignments and to assemble a professional electronic
literacy file. Students learn how to locate internet resources appropriate for lessons and school
use. They gain experience with educational applications in making a presentation of a teaching
strategy and by creating literature guides that include multi-media internet resources and lesson
ideas.
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Role as a Professional Educator
The use of professional resources (e.g. standards, professional journals and organizations) is
infused throughout the course through lectures, activities, and assignments. The importance of
parent and community partnerships to improve literacy are discussed throughout the course.
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CLASS AND UNIVERSITY POLICIES
ATTENDANCE: Attend all class sessions unless ill. Due to literature co-inquiry discussions
and lab activity requirements, more than 2 absences may result in a lower grade.
HONOR CODE: “Members of the CSU Fresno academic community adhere to principles of
academic integrity and mutual respect while engaged in university work and related activities.”
You should: a) Understand or seek clarification about expectations for academic integrity in this
course (including no cheating, plagiarism and inappropriate collaboration); b) neither give nor
receive unauthorized aid on examinations or other course work that is used by the instructor as
the basis of grading.; c) Take responsibility to monitor academic dishonesty in any form and to
report it to the instructor or other appropriate official for action.
CELL PHONES: Out of respect for everyone’s learning experience, cell phones are to be
turned off during class. Cell phones must be stowed at all times, and not visible on the desk,
clothing, lap, etc. Cell phones may not be used to record, transmit, photograph or video without
prior arrangement and permission of the instructor. Violation of this policy will result in
requiring student to remove the cell phone from my classroom for the remainder of the semester.
STUDENTS WITH DISABILITIES: Upon identifying themselves to instructor and university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
information, contact Services to Students with Disabilities in Madden Library 1049 (278-2811).
CHEATING AND PLAGIARISM: "Cheating is the actual or attempted practice of fraudulent
or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts
also include assisting another student to do so. Typically, such acts occur in relation to
examinations. However, it is the intent of this definition that the term 'cheating' not be limited to
examination situations only, but that it include any and all actions by a student that are intended
to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a
specific form of cheating which consists of the misuse of the published and/or unpublished
works of others by misrepresenting the material (i.e., their intellectual property) so used as one's
own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment,
through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies)
STUDENT CONDUCT: In accordance with university policies and California state law,
students are expected to be responsible, civil and respect others and their property. Examples of
unacceptable behaviors include: destruction, damage or misuse of university property;
dishonesty, falsifying information or misrepresentation; lewd or obscene behavior; disruption of
a university-related activity; conduct that threatens or endangers the health or safety of any
person within or related to the University community, including physical abuse, threats,
intimidation, harassment, or sexual misconduct; and unauthorized recording, dissemination, or
publication of academic presentations (including handwritten notes) for a commercial purpose
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(For more information and additional prohibitions see: California Code of Regulations, TITLE 5
Education, Division 5. Board of Trustees of the California State Universities, Subchapter 4.
Student Affairs, Article 2. Student Conduct § 41301).
DISRUPTIVE CLASSROOM BEHAVIOR: "The classroom is a special environment in
which students and faculty come together to promote learning and growth. It is essential to this
learning environment that respect for the rights of others seeking to learn, respect for the
professionalism of the instructor, and the general goals of academic freedom are maintained . . . .
Differences of viewpoint or concerns should be expressed in terms which are supportive of the
learning process, creating an environment in which students and faculty may learn to reason with
clarity and compassion, to share of themselves without losing their identities, and to develop and
understanding of the community in which they live . . . conduct which disrupts the learning
process shall not be tolerated and may lead to disciplinary action and/or removal from class."
MAKE UP POLICY FOR PLANNED AND UNPLANNED ABSENCES: In the case of an
unplanned student absence, papers, tests, and/or homework assignments due during the time the
student is absent may be made up only if the student contacts the instructor as soon as practicable
after the absence occurs and works out a plan. In the case of authorized absences due to
university-sponsored activities, students should submit their work to the instructor on or before
the due date, or as arranged with the instructor. This includes papers, tests, and/or homework
assignments. The instructor may require a doctor’s note to verify illness for absence during
examinations or for late assignments. When a student is absent for an extended period, a viable
make-up plan may not be feasible. In these circumstances, other options such as dropping the
class for a serious and compelling reason or withdrawal from the university may be appropriate.
COMPUTERS: "At California State University, Fresno, computers and communications links
to remote resources are recognized as being integral to the education and research experience. In
the curriculum and class assignments, students are presumed to have 24-hour access to a
computer workstation and the necessary communication links to the University's information
resources."
During class, use of the computer is for approved, in-classroom activities only such as notetaking or class presentations. Use of the computer for non-class related activities including, but
not limited to, social networking, e-mail, other personal access/communication or unauthorized
audio or visual recording or transmission of classroom activities, lectures, students or their work
are strictly prohibited. Violation of this policy will result in requiring student to remove the
computer from my classroom for the remainder of the semester.
COPYRIGHT POLICY: Copyright laws and fair use policies protect the rights of those who
have produced the material. Work in this course has been provided for private study, scholarship,
or research. Other uses may require permission from the copyright holder. The user of this work
is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To familiarize
yourself with copyright and fair use policies, visit the University’s copyright web page. Digital
Campus course web site contains material protected by copyrights held by the instructor, other
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individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration
of this course, and (3) include both this notice and any copyright notice originally included with
the material. Beyond this use, no material from the course web site may be copied, reproduced,
re-published, uploaded, posted, transmitted, or distributed in any way without the permission of
the original copyright holder. The instructor assumes no responsibility for individuals who
improperly use copyrighted material placed on the web site.
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PROFESSIONAL BIBLIOGRAPHY:
SOCIAL STUDIES
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Fritze, Penelope (2010) Social studies curriculum for elementary and middle school
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tomorrow’s social scientists. Boston: Allyn & Bacon.
Morris, R. V. & Obenchain, K. M. (2011). 50 social studies strategies for K-8 classrooms.
3rd ed. Boston: Allyn & Bacon.
National Council of Social Studies. (2010). National curriculum standards for social studies:
a framework for teaching, learning and assessment. Washington D.C: Author.
Rice, L. J. (2006). What was it like? Teaching history and culture through young adult
literature. NY: Teacher’s College Press.
Tiedt, P. L., and Tiedt, I., (2010). Multicultural teaching: A handbook of activities,
information, and resources. 8th ed. Boston: Allyn & Bacon.
Thornton, S. (2004). Teaching social studies that matters. NY: Teacher’s College Press.
VanSledright, B. (2002). In search of America’s Past: Learning to read history in the
elementary school. NY: Teacher’s College Press.
READING
Allington, R. (Ed.) (1998). Teaching struggling readers. Newark, DE: International Reading
Association.
Anderson, P. L. & Corbett, L. (September 2008). Literature circles for students with learning
disabilities. Intervention in School and Clinic, 44(1), 25-33 http://isc.sagepub.com
Caldwell, J. S. & Leslie, L. (2009). Intervention strategies to follow informal reading
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Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom.
York, ME: Stenhouse.
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Henry, M. (1990). Words: Integrated decoding and spelling instruction based on word
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McMahon, S. I. & Raphael, T. E. (Eds.). ((1997). The book club connection: Literacy
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